Module 1: Child and Adolescent Development [Kelvin/Eleanor]
• This course emphasizes the cognitive, socio-emotional, and neurological development of
children and adolescents within their families, schools, and sociocultural context. Topics to
be covered include, but are not limited to, relationship between various aspects of student
development and their implications for education approaches and teaching within a school
setting.
• January 3- February 17 [January 3-January 7] [6 Weeks of Online Instruction]
Journal Assignment (Pre-Module)
• In a 3-5-page paper (double spaced, 12 point font, Times New Roman, double spaced) that
explores the strengths and challenges of your experience as a child and adolescent. From
your perspective, how did these experiences influence you as a student? How do they
influence you as an educator?
Nicaragua Intensive
Day 1
Jan 3 Readings
• Freire-Chapter 2
• Child Developmental Principles and Theories
• Castro-Solano & Lupano-Perugini (2013) The Latin American View of Positive
Psychology
9:00-10:30 Introductions
10:30-11:15 Faculty Presentation [Kelvin] Overview of Program, Modules, Review of
Syllabus, Review Blackboard and Assignment Submission platform
11:15-11:30 Break
11:30-12:30 Experiential 1 [Eleanor]- Worldview. What has shaped your worldview, your
work, and your individual development? How has your worldview shaped your
philosophy and practice in the classroom?
12:30-1:30 Lunch
1:30- 3:00 Experiential 2-[Eleanor & Kelvin]-
Dimensions of Identity- Consider the various
Small Activity and Discussion based on Genogram. Create a genogram that
reflects the major influences of family members and others in childhood and
adolescents. In doing so reflect on how particular people have contributed to
your current understanding of childhood and adolescent development. How has
your family influenced your views on education?
Wheel of Life- Activity
Identifying Learning Styles-A Sensory Approach Auditory, Visual, and Kinetic
Large Group Activity and Discussion based on Experiential 2
3:00-3:15 Break
3:15-4:15 Content Delivery Q&A [Kelvin& Elenaor] How the modules apply to shifting
educational paradigms base discussion on Freire Chapter 2
Pillars of Positive (Positive Emotions, Positive Reinforcement, Resilience,
Values, strengths, “flow”, Positive Institutions, Power of Positive Relationships
How do we manage diverse learning styles in the classroom and meet the
individual needs of students?
4:15-5:00 Checkout- Reflect on highlights and lowlights of the day
Homework Readà
• Child Developmental Principles and Theories
• Castro-Solano & Lupano-Perugini (2013) The Latin American View of Positive
Psychology
Day 2
Jan 4
9:00-9:30 Check In
9:30-10:15 Small Groups Activity- Reading Child and Adolescent Principles and Theories,
Have Students Discuss the article and reflect on Gardner Question 3 p.87
Review Gardener's theory of multiple intelligences. Describe the intelligence
area that you believe is your strength? How does this fit within your personal
analysis of strengths and your teaching style?
10:15-11:00 Larger Groups Activity and Discussion- how do you observe about cultural
values that shape human potential, using Gardner’s concept of Multiple
Intelligences? In what ways does your identified Intelligence area, as structured
by Gardner, live in your classroom, your school, and/or your community? What
is emphasized in your school and how does the larger society support or
contradict this?
Eleanor’s notes on Gardner…how do we support students in finding their strength?
Sociogram-Identify the multiple areas of Intelligence as defined by Gardner and
have participants cluster in those regions. Reflect on your classroom and school.
Consider what intelligence areas are elevated and which ones are neglected in
your classroom.
11:00-11:15 Break
11:15-12:30 Faculty Presentation Q&A [Kelvin] The role of creativity in differentiating
instruction to meet the needs of diverse learners.
12:30-1:30 Lunch
1:30-2:30 Faculty Presentation Q&A - [Eleanor] Feminist Perspectives on Developmental
Theory
Large Group Discussion-How do we understand gender roles in supporting
self-esteem?
Create timeline of your understanding of gender differences; identify any
shifts that occurred in your timeline.
Create images of masculinity and femininity
2:30-3:00 Experiential 3 - [Kelvin] In a small group use the graphic organizer provided to
compare and contrast three developmental theories of your choosing within the
framework of the feminist perspectives presented. Which align with your
worldview and developmental experiences? Has anything shifted, been
reinforced or negated in your understanding of these developmental theories,
in your self-perception, and/or in your professional identity?
3:00-4:30 Large Group Discussion based on Experiential 3
4:30-5:00 Checkout [Reflect on the day and share one word that describes something you
learned, something that you are questioning or something you are curious
about]
Homeworkà
• Gardner Changing Minds Chapter 1 and 3
• Powell (…..) Developmental psychology of adolescent girls
Day 3
Jan 5 Readings
9:00-9:30 Check-In
9:30-11:30 Individually- Review and organize the major ideas presented in the Burton
Article using the provided Rubric.
How does Liberation Psychology influence Liberation Education? Provide
specific examples that affirm or negate this theoretical framework in your
professional context. Identify the major elements that guide your educational
philosophy. How can liberation psychology/liberation education inform your
classroom and school setting?
Small Group Activity (Part 1)- Discuss the Brown (….) Leadership for Social
justice article. How can the ideas be applied or how are the ideas applied in
your professional environment? Does this article inform you educational
practice? Do these ideas shift any of the current developmental and educational
theories that are present in your classroom? Each small group presents and
provides examples.
Brown article pg. 95 Delpit Quotation-Think of a student who has had to make
significant adjustments from home life to school life. What has this individual
needed to make this adjustment? How has schooling impacted this adjustment?
11:30-12:30 Large Group Discussion- What have you learned from this article that related to
your professional environment? In what ways can you apply the ideas of
Liberation Psychology to address some issues within your classroom and/or
school? How would you develop a theory of educational development based on
this social psychology?
12:30-1:30 Lunch
1:30-2:30 Large Group Activity (Part 2)-How would you talk about this to the students in
your classroom/school? Identify the theories that you have chosen how do you
imagine applying them in your classroom/school? What does it shift in the
structure of your classroom/school and what does it support? How do you use
these theories/ideas in your classroom/school to help students understand
themselves better within the context of historical, socio-economic and
technological factors?
2:30-3:00 Faculty Presentation [Kelvin/Eleanor]- Points of Contact-Where the arts and
social justice meet.
3:00-4:30 Experiential 4 [On a larger sheet of paper draw your individual timeline
highlighting key moments of your life paying close attention to moments of
transition, transformation and/or shifts in perspective. After the timeline is
complete use the transparencies provided to superimpose some theoretical
frameworks?]
Large Group Discussion- Based on age and developmental level of your
students how can you use liberation psychology to promote better self and social
understanding. What challenged you in doing this?
4:30-5:00 Check out [Express without words the experience of the day using a gesture,
movement or sound]
Homework Readingà
• Brown—Leadership for Social Justice
• Burton-Liberation Psychology
Day 4
Jan 6 Half-Day
Reading (None)
9:00-9:45 Faculty Presentation [Eleanor]-Our own timeline and Educational Experience
how that influenced us as teachers Q and A
15 minutes Q and A
10:-10:45 Faculty Presentation- [Kelvin]-Our own timeline and Educational Experience
how that influenced us as teachers (immigrant) Q and A
15 Minute Q and A
11-12:00 Open Discussion Closure
End at 12